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A Sensory-Motor Context Affecting Performance in a Conservation Task: A Closer Analogue of Reversibility Than Empirical Return
Peer reviewed Peer reviewed
Schnall, Melvyn; And Others – Child Development, 1972
Study compares the effects of different conditions which imply reversibility on children's judgments of conservation of quantity. (Authors)
Descriptors: Comparative Analysis, Conservation (Concept), Kindergarten Children, Perceptual Motor Coordination
Peer Interaction and Cognitive Development
Peer reviewed Peer reviewed
Rardin, Donald R.; Moan, Charles E. – Child Development, 1971
Implications of this study on child-development theory, education, and psychotherapy are discussed. (MB)
Descriptors: Child Development, Cognitive Development, Concept Formation, Conservation (Concept)
The Effects of Training and Socioeconomic Class upon the Acquisition of Conservation Concepts
Peer reviewed Peer reviewed
Figurelli, Jennifer C.; Keller, Harold R. – Child Development, 1972
Lower-class children required significantly more training task repetitions to learn a conservation task than did middle-class children. (Authors)
Descriptors: Black Youth, Concept Formation, Conservation (Concept), Data Analysis
The Effect of Class and Collection Labels on Cardinality, Class-Inclusion, and Number Conservation Tasks.
Peer reviewed Peer reviewed
Hodges, Rosemary M.; French, Lucia A. – Child Development, 1988
Assessing Markman's hypothesis that the organizational principles underlying collection concepts facilitate children's performance on cognitive tasks requiring part-whole comparisons, three experiments indicated that the facilitative effect of collection labels appears to be specific to the class-inclusion task. Results suggest that Markman's…
Descriptors: Classification, Cognitive Ability, Conservation (Concept), Early Childhood Education
Order of Acquisition of Number and Quantity Conservation
Peer reviewed Peer reviewed
Brainerd, Charles J.; Brainerd, Susan H. – Child Development, 1972
Analyses revealed consistent support for the hypothesis that number conservation is developmentally prior to liquid quantity conservation. (Authors)
Descriptors: Age Differences, Child Development, Cognitive Processes, Concept Formation
Conservation of Number and Continuous Quantity in Normal, Bright, and Retarded Children
Peer reviewed Peer reviewed
Brown, Ann L. – Child Development, 1973
The relation of CA, MA, and IQ to conservation was examined by comparing the performance of bright, normal, and retarded children matched on the critical MA of six years. (Author)
Descriptors: Age Differences, Conservation (Concept), Exceptional Persons, Handicapped Children
A Longitudinal Study of Cognitive Development in Young Children
Peer reviewed Peer reviewed
Little, Audrey – Child Development, 1972
Results indicate that within the limitations of this study there is evidence that children with superior" intelligence showed more mature response patterns on Piaget-type tasks than children of the same age with average" intelligence test scores. (Author)
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Intelligence Differences
Judgment and Imaging Aspects of Operations: A Piagetian Study with Korean and Costa Rican Children
Peer reviewed Peer reviewed
Youniss, James; Dean, Anne – Child Development, 1974
Descriptors: Age Differences, Conservation (Concept), Cross Cultural Studies, Developmental Psychology
Representation and Reasoning in Early Numerical Development: Counting, Conservation, and Comparisons between Sets.
Peer reviewed Peer reviewed
Sophian, Catherine – Child Development, 1995
Three experiments explored the developmental relationship between counting and number conservation in children from three to six years old. Results indicated that there was a close relationship between the two; that only the oldest children gave evidence of conserving; and that, in general, there is evidence of protracted development in young…
Descriptors: Age Differences, Cognitive Development, Computation, Conservation (Concept)
Development of Character Constancy of Self and Other.
Peer reviewed Peer reviewed
Rotenberg, Ken J. – Child Development, 1982
Two experiments were designed to investigate among kindergarten through third-grade children the development of character constancy -- the belief that other's or self's personality characteristics are stable across time and do not change despite changes in appearance. It is proposed that character constancy of self and other is a product of both…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Conservation (Concept)
Children's Understanding of Pictorial and Mental Representations.
Peer reviewed Peer reviewed
Slaughter, Virginia – Child Development, 1998
Two studies demonstrated dissociation between preschoolers' understanding of pictorial and mental representations. Results showed that false picture tasks were significantly easier than false belief tasks. There was no correlation between performance on the two. Children were trained on false belief, false picture, or number conservation tasks;…
Descriptors: Beliefs, Cognitive Development, Comparative Analysis, Conservation (Concept)
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